This document summarizes a descriptive case study on how teachers understand and demonstrate caring. The study found that academic caring-competence, academic caring-instructional practices, and interpersonal caring-communication/connectedness were the most practiced characteristics of caring. Confirmation and modeling were the most common components of caring classrooms based on Noddings' framework. The study provides recommendations for future research on pedagogical caring and implications for teachers to improve demonstrating caring.
This the presentation I gave for my thesis defense. It\'s entitled "Using bioclimatic envelope modelling to incorporate spatial and temporal dynamics of climate change into conservation planning".
DOCTORAL STUDY ORAL DEFENSE - MEDICAL IDENTITY THEFT AND PALM VEIN AUTHENTICA...CRUZ CERDA
The Federal Bureau of Investigation reported that cyber actors will likely increase cyber intrusions against health care systems and their concomitant medical devices because of the mandatory transition from paper to electronic health records, lax cyber security standards, and a higher financial payout for medical records in the deep web. The problem addressed in this quantitative correlational study was uncertainty surrounding the benefits of palm vein authentication adoption relative to the growing crime of medical identity theft. The purpose of this quantitative correlational study was to understand healthcare managers’ and doctors’ perceptions of the effectiveness of palm vein authentication technology. The research questions were designed to investigate the relationship between intention to adopt palm vein authentication technology and perceived usefulness, complexity, security, peer influence, and relative advantage. The unified theory of acceptance and use of technology was the theoretical basis for this quantitative study. Data were gathered through an anonymous online survey of 109 healthcare managers and doctors, and analyzed using principal axis factoring, Pearson's product moment correlation, multiple linear regression, and one-way analysis of variance.
The data in the current study contributes to the field of management by providing to healthcare leaders and policymakers the daily perceptions of healthcare managers and doctors about palm vein authentication systems. The results of this study may help leaders of hospitals and other healthcare providers understand the perspectives of healthcare managers, and therefore, enable them to shape policies and procedures that guide the adoption of palm vein authentication systems to mitigate the risk of medical fraud, improve patient identification, and increase patient safety. (Preview)
Presentation from Master of Science thesis defense (Evaluation of Rapid Impact Compaction for Transportation Infrastructure Applications; July 15, 2011)
BA (Hons) Business Dissertation. 'Does online service quality, in the supermarket industry, influence consumer engagement: a comparison of Morrisons and Tesco.
Using Action Research to Identify Data During Clinical Experience (main)Antwuan Stinson
Critical thinking is the focal point missed in many students’ education. Learning to ask appropriate questions and deduce information in order to build a deeper connection to the information is imperative. This paper discusses alternative master’s preservice teachers’ use of action research to serve as a guide during a 16-week clinical experience. Semi-structured interviews and reflection papers were conducted to create a comparative case study that analyzed the clinical experiences.
This the presentation I gave for my thesis defense. It\'s entitled "Using bioclimatic envelope modelling to incorporate spatial and temporal dynamics of climate change into conservation planning".
DOCTORAL STUDY ORAL DEFENSE - MEDICAL IDENTITY THEFT AND PALM VEIN AUTHENTICA...CRUZ CERDA
The Federal Bureau of Investigation reported that cyber actors will likely increase cyber intrusions against health care systems and their concomitant medical devices because of the mandatory transition from paper to electronic health records, lax cyber security standards, and a higher financial payout for medical records in the deep web. The problem addressed in this quantitative correlational study was uncertainty surrounding the benefits of palm vein authentication adoption relative to the growing crime of medical identity theft. The purpose of this quantitative correlational study was to understand healthcare managers’ and doctors’ perceptions of the effectiveness of palm vein authentication technology. The research questions were designed to investigate the relationship between intention to adopt palm vein authentication technology and perceived usefulness, complexity, security, peer influence, and relative advantage. The unified theory of acceptance and use of technology was the theoretical basis for this quantitative study. Data were gathered through an anonymous online survey of 109 healthcare managers and doctors, and analyzed using principal axis factoring, Pearson's product moment correlation, multiple linear regression, and one-way analysis of variance.
The data in the current study contributes to the field of management by providing to healthcare leaders and policymakers the daily perceptions of healthcare managers and doctors about palm vein authentication systems. The results of this study may help leaders of hospitals and other healthcare providers understand the perspectives of healthcare managers, and therefore, enable them to shape policies and procedures that guide the adoption of palm vein authentication systems to mitigate the risk of medical fraud, improve patient identification, and increase patient safety. (Preview)
Presentation from Master of Science thesis defense (Evaluation of Rapid Impact Compaction for Transportation Infrastructure Applications; July 15, 2011)
BA (Hons) Business Dissertation. 'Does online service quality, in the supermarket industry, influence consumer engagement: a comparison of Morrisons and Tesco.
Using Action Research to Identify Data During Clinical Experience (main)Antwuan Stinson
Critical thinking is the focal point missed in many students’ education. Learning to ask appropriate questions and deduce information in order to build a deeper connection to the information is imperative. This paper discusses alternative master’s preservice teachers’ use of action research to serve as a guide during a 16-week clinical experience. Semi-structured interviews and reflection papers were conducted to create a comparative case study that analyzed the clinical experiences.
Empowering Teachers in Ghanaian Basic Schools: Prospects and ChallengesAJHSSR Journal
Whilst teacher empowerment is not new in literature, it appears that its practice is novel tomany head teachers of basic schools in Ghana. The study sought to investigate the prospects and challenges of teacher empowerment in Ghanaian Basic Schools. Using the convergent parallel design, a total of 282 teachers were randomly sampled from 32 basic schools in the Central Region of Ghana for the study. Whereas all 282 teachers answered the structured questionnaires, six (6) of them were further sampled to provide responses for the semi-structured interviews. The study revealed that the extent of teacher empowerment in the basic school is high. With regard to the prospects of teacher empowerment, the study established that teacher empowerment makes teachers more effective and helps to create the school‟s vision for students‟ success. The study further found that the main challenges facing teacher empowerment include: the hierarchical school structures, lack of trusts for teachers and favouritism from the part of head teachers. In view of the findings, the study recommended that head teachers of the basic schools should trust and respect teachers, support staff development and teachers‟ decisions. Additionally, head teachers of the basic schools should allocate adequate time for the development of collaborative relationships among teachers.
Effective Teachers An Investigation from The Perspectives of .docxSALU18
Effective Teachers: An Investigation from The Perspectives of Elementary School Students
Jludith F. E-vans
Manhattan C'ollege
Abstract
The topic of effective teachers is of significance to the fiei'd of teacher education as well as to the entire
education community While an abundance of research oi this subject identifies findings from adult
viewpoints, this qualitative study uses ethnographic interviews with fijth grade studen7ts to eramine the
characteristics of effective teachersfrom the perspectives qf children, the consumers in education.
Categories of characteristics and themes Jbund in the descriptive data of transcripts reveal the way
children define effective teachers and identify their skills, knowledge, and dispositions. Implications
fir the goals and content of teacher education programs are discu.ssed. Based on findings from this study,
the author argues in support of including the voices of children in the research arena. The article concludes
that in an age of technolog,y, elementary school students ietain a humanistic vision of teaching and learning.
Introduction
The goal of teacher education is to prepare effective teachers who are able to facilitate learning for all students. The
various aspects of becoming an effective teacher are topics intro(duced in the Elementary Education Program at Manhattan
College in Riverdale, NY, when students first begin their teacher preparation. This subject is revisited throughout the
program as understandings are modified as a result of course worlk and field experiences.
Manhattan College, a small LaSallian Catholic liberal arts college, is located in the heart of Community School
District 10, the largest of New York City's 32 school districts. This is a diverse, multicultural district serving 41,000 students,
from 108 countries in 44 schools (Community. 1999-2000). The Program has a commitment to prepare effective teachers
able to work in urban multicultural environments in the 21st Century. Many of our students have come from Catholic schools
and some seek teaching positions in Catholic schools after graduation. However, in recent years. most of the students have
pursued jobs in both urban and suburban public schools. District I 0 and neighboring suburban communities are the contexts
in which students in the Manhattan College Elementary Education Program receive their teacher preparation.
Conceptual Frame/Rationiale for the Study
Teacher effectiveness has become a standard for teacher preparation (Saphier & Gower, 1987; Wonig & Wong, 1998;
Myers & Myers, 1995), a basis for staff development (Danielson, 1996), and a guideline for teacher evaluation (Flores, 1999).
tn fact, the topic has been of such interest to the education community since the middle of the twentieth century that there has
been an abundance of research on teacher effectiveness from different perspectives.
Researchers have studied teacher behaviors in relation to student achievement. They have found that students
a ...
The aims of this study are firstly to find out whether tasks that are designed based on the students’ learning style specification are compatible with students’ language achievements, and secondly to find out factors that might affect the language achievements and the learning styles. The research was undertaken in 6 private tertiary educations involving first year students who learn English as a compulsory subject at these institutions. A 40-item questionnaire adapted from Yufrizal (2007) was distrubuted to 380 students resulting students with four learning styles: communicative, concrete, authority oriented and analytic. One group repeated measures design was carried out in this research. The students are taught and tested in four different assignment adjusted to their learning styles. The results show that there is a congruency between students’ learning style and their designed tasks. Students with communicative learning style were more dominant in conversation and students with analytic learning style were more dominant in tasks that required language analytical skill. Furthermore, gender seemed to be an important factor that contribute to the students’ language achievement and learning styles.
The Mismatch between EAP Teachers’ Beliefs and Classroom Practices toward For...AJHSSR Journal
ABSTRACT: Beliefs are formed through personal experiences and the interactions that individuals are involved in daily life (Hsieh, 2002). These beliefs can be transformed into attitudes, which in turn affect intentions, and decisions are formed through the intentions that lead to the action (Bauch,1984). The match or mismatch between instructors’ beliefs and practices, between instructors’ cognitions and their authentic practices in the classroom are two main fields of the teaching process (Clark & Peterson, 1986). However, teachers may not always apply what they believe in the classroom. This study aims to reveal the discrepancy between what they believe theoretically and what they do in the classroom. To this end, three instruments were used in this study: (1) classroom observations, (2) semi-structured interviews, and (3) a questionnaire. The
Student teacher relationships and learning outcomes flowerbomb22
This slideshow aims to provide teachers and pre service teachers with an understanding on student teacher relationships and learning outcomes through theories, research, a research proposal, recommendations and strategies for improving student teacher relationships in the classroom.
21st Century Pedagogy: Transformational Approachijtsrd
Pedagogies are constantly evolving and great emphasis has been laid on the teachers to use effective teaching strategies and method to improve students' achievement. That is why pedagogy is one of the important factors that need to revisit in order to maximize the attainment of educational objectives. Based on the data gathered, technology in the classroom, differentiated instruction and student centered approach should be adapted and modeled across the country to elevate and nourish the capability of the students to go beyond limitation. Further, the way students learn and comprehend have change dramatically educators must also evolve from traditional way to 21st century way of teaching. Novelita T. Bornea | Ma. Georgina B. Espa±ol | Ma. May A. Buala | Pedrito S. Ocba Jr "21st Century Pedagogy: Transformational Approach" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-1 , December 2019, URL: https://www.ijtsrd.com/papers/ijtsrd29806.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/29806/21st-century-pedagogy-transformational-approach/novelita-t-bornea
Collaborative Learning for Educational Achievementiosrjce
Collaboration is a way of interaction and personal attitude where individuals are responsible for
their actions, learning , their abilities and contributions of their peers as well. This paper clarifies the concept
of collaborative learning by presenting and analyzing the educational benefits of Collaborative learning
techniques. Collaborative learning is more students centered. The collaborative tradition takes a more
qualitative approach, analyzing student talk in response to a piece of literature. This paper clarifies the
differences between collaborative and individual learning. . The paper also highlights teacher’s perspective for
individual and collaborative learning. The paper concludes with a discussion about the implications of these
issues with respect to achievement of undergraduate students in English. T-test is used to study the difference in
means in achievement in English by using collaborative learning and individual learning. The sample comprises
of 40 students (males 30, females 10) of undergraduate program. Purposive sampling has been used .The final
achievement scores in English have been used for the purpose of the study.
The Possibilities of Transforming LearningBarry Dyck
Thesis defense slides for "The Possibilities of Transforming Learning: A Practitioner Research Study of a Pilot Alternative Learning Environment."
In this study, I examine the pilot year of an alternative learning environment in which I, as a practitioner, explored the possibilities for transforming learning for a small class of Grade 11 and 12 students. Drawing on a pedagogy of care, a constructivist model of learning and a student-centered approach to learning, the students and I negotiated new curriculum, combining regular classroom courses with courses constructed by their own learning interests. In this case study, a rhizomatic analysis of student and practitioner data, collected both during and after students’ graduation from high school, showed that students were highly engaged with learning when guided by their personal interests. In the study, I also found, however, that students struggled to fully embrace the potential of their own interests, held back by the ambiguity of self study and the clear metrics of the regular school system to which they were accustomed. As practitioner, I struggled to meet the demands of the prescribed curriculum and those of the curriculum that constantly evolved and changed according to students’ interests. The study also speaks to the tensions in defining the role of a teacher in this alternative learning environment. In conclusion, I suggest we seek to make possible an alternative high school learning environment that more closely resembles free schooling (i.e., learn what you want, where and when you want) within a public school that would, combined with a traditional course of study, meet the provincial criteria for graduation accreditation.
Thesis available at http://mspace.lib.umanitoba.ca/jspui/handle/1993/21938
1. BY: AVRIL M. EL-AMIN
MARCH 24, 2015
DR. KRISTINE QUADE, CHAIR
DR. DONNA GRAHAM, CONTENT
DR. TERRY HALFHILL, METHODS
GRAND CANYON UNIVERSITY
A Descriptive Case Study: How
Teachers Understand and
Demonstrate Caring
2. Introduction
Education leaders are constantly looking for
ways to improve school organizations and student
academic achievement.
Research explains that teacher effectiveness is
critical to improving student academic achievement
(Looney, 2011).
3. Purpose
One of the qualities of an effective teacher is the
ability to develop caring teacher-student
relationships that support successful student learning
(Gehlbach, Brinkworth, & Harris, 2012).
One way teachers create caring, supportive
relationships with students is by demonstrating
caring for students (Gehlbach, Brinkworth, & Harris,
2012; Jennings & Greenberg, 2009; Woods, 2006).
4. Purpose
The purpose of the current research is to add a
comprehensive description of teacher caring
behaviors by describing how teachers at one school
understand and demonstrate caring in their
classrooms with their students.
5. Conceptual Framework
Conceptual Framework 1
Noddings Components (modeling, dialogue,
practice, confirmation) of Caring Classrooms
(1984, 2002, 2005)
Conceptual Framework 2
Three Categories of Pedagogical Caring
(Tosolt, 2009)
Interpersonal caring, academic caring,
fairness/equity
Conceptual Framework 3
Seven Examples of Pedagogical Caring
(Bongo 2011)
communication/connectedness, respect,
compassion, competence, instructional
practices, high expectations, fairness/equity
This study:
How teachers understand and
demonstrate pedagogical caring
and how those demonstrations
align with Noddings' components
of caring
7. Research Question #1
What characteristics of pedagogical caring
(interpersonal: communication/connectedness,
compassion, respect; academic: competence,
instructional practices, high expectations; and
fairness/equity) emerged as the most practiced among
10 sixth through ninth grade teachers in a charter
school in North Texas?
8. Research Question #2
How do the caring characteristics of 10 sixth
through ninth grade teachers in a charter school in North
Texas align with Noddings’ (1984, 2002, 2005) four
components (modeling, dialogue, practice, and
confirmation) of caring classrooms?
10. Academic caring-competence
Teachers demonstrated competence by being
knowledgeable of their content and possessing
effective classroom management skills.
This affirmed Williams, Sullivan, and Kohn’s
(2012) qualitative research with middle and high
school students.
11. Academic caring-instructional practices
Teachers demonstrated this characteristic of
pedagogical caring by providing support for their
students in these ways:
Differentiating instruction (Murray, 2011)
Giving students choices of assignments (Li, Rukavina,
& Foster, 2013)
Making academic accommodations for students
(Jansen & Bartell, 2013).
12. Academic caring-high expectations
Teachers demonstrated having high expectations
by holding positive beliefs about students, helping them
set goals, empowering students to make decisions, and
by providing students with one-on-one time to help
them be successful learners.
This practice affirmed Jansen and Bartell’s (2013)
finding that teachers demonstrate high expectations by
holding all students accountable for their work.
13. Interpersonal caring-
communication/connectedness
Teachers created a sense of belonging for their students by:
creating a comfortable environment conducive to learning
(Li, Rukavina, & Foster, 2013)
using humor (Li, Rukavina, & Foster, 2013)
communicating personal information (Powell & Seed,
2010)
developing relationships based on trust with students
(Velasquez, Graham, & Osguthorpe, 2013)
14. Interpersonal caring-
compassion and respect
Teachers demonstrated respect by
treating students with dignity (Nieto, 2012).
empathizing with students’ frustrations (Jansen & Bartell,
2013)
helping students overcome hardships (Li, Rukavina, &
Foster, 2013).
affirming students in a variety of ways (Li, Rukavina, &
Foster, 2013; Velasquez, Graham, & Osguthorpe, 2013).
15. Fairness/equity
Teachers demonstrated fairness and equity by
striving to meet the needs of ALL students by giving
students one-on-one attention and individual
feedback (Jansen & Bartell, 2013).
Teachers also used consistent responses to
respond to inappropriate student behavior (Garrett,
Barr, & Rothman (2009).
16. Conclusions relating to RQ1:
Academic Caring-Competence, Academic Caring-
Instructional Practices, and Interpersonal Caring-
Communication/Connectedness emerged as the most
practiced characteristics of pedagogical caring.
Academic High Expecations, and Fairness/Equity
emerged as the least practiced characteristics of
pedagogical caring.
18. Confirmation
Confirmation emerged as the most practiced
component of caring classrooms.
Teachers confirmed students by encouraging
them (Li, Rukavina, & Foster, 2013) and providing
them with individualized attention and feedback
(Jansen & Bartell, 2013).
19. Modeling
Modeling emerged as the second most practiced
component of Noddings’ components of caring
classrooms.
Teachers modeled how to build supportive
relationships (Jennings & Greenberg, 2009).
20. Dialogue
Dialogue emerged as the third most practiced
component of caring classrooms.
Teachers used one-on-one conversations to get
to know students (O’Brien, 2010).
Teachers provided students with opportunities
to share learning with their peers using gropu work
(Rabin, 2010).
21. Practice
Practice emerged as the least practiced
component of caring classrooms.
Teachers provided students opportunities to care
for the classroom and the learning environment (Boorn,
Hopkins, Dunn, & Page, 2010).
One teacher provided students with an
opportunity to care for the Earth by building compost
bins (Noddings, 2005).
22. Conclusions relating to RQ2:
All four of Noddings’ (1984; 2002; 2005) components
of caring classrooms emerged in the data, but teachers’
understanding of them did not match Noddings’ conception
of a caring classroom. Noddings defined a caring classroom
as a place where developing students’ caring potential is equal
to them mastering their academic content.
24. Practical Implications
The findings from this study reveal ways
teachers can demonstrate pedagogical caring to meet
students’ emotional, academic, and motivational
needs.
Create a sense of belonging
for students
(attends to students
emotional needs)
Create an environment
conducive for learning by
monitoring student
behavior
(attends to students
emotional , academic, and
motivational needs)
Scaffold student learning
with effective strategies
(attends to students
motivational and academic
needs)
26. Future Research
Research that studies how teachers express that
they students are worthy of their efforts and no more
difficult to teach than any other students (high
expectations) would be beneficial to research on
pedagogical caring and teacher effectiveness as well.
27. Future Research
A future study on how respect of students’
cultures relates to teachers’ pedagogical caring
practices of being fair and equitable would be
beneficial to research on pedagogical caring.
28. Future Research
Future research on how teachers can create
classrooms that are fully aligned with Noddings’
definition of caring classrooms would be beneficial to
helping schools combat aggressive and violent
behaviors occurring at schools.
29. Future Research
Future research comparing how teachers with
many classroom disruptions demonstrate pedagogical
caring to teachers with few classroom disruptions
demonstrate pedagogical caring would be beneficial to
literature on classroom management as well as
literature on pedagogical caring.
30. Future Practice
It is recommended that teachers use the information
in this study to develop an awareness of their own caring
behaviors and examine which ways they demonstrate
caring for their students.
The findings in this study provide a way for
administrators and teachers to evaluate teachers’ practice
and their beliefs as they relate to pedagogical caring.